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    Career - Paths Commerce.1 TB

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    Andrew Perish
    754 views101 pages
    English for commerce 1, teacher's book

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    Career.paths Commerce.1 TB

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    English for commerce 1, teacher's book

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    Download as pdf
    754 views101 pages

    Career - Paths Commerce.1 TB

    Uploaded by

    Andrew Perish
    English for commerce 1, teacher's book

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    © All Rights Reserved
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    of 101
    OXFORD ENGLISH FOR CAREERS BCT Tame Cree tle) OXFORD (ey resale Introduction pa Background, teaching notes, tips, and additional activities 1 The business environment ps 9 Fashion andstyle p38 2 The company po 10 Technology p42 3 Travel pia 11 Job satisfaction p46 4 Sport pas 12 Market research pso 5 Sales p22 13 Bright ideas ps4 6 Cultural awareness p26 14 Dealing with people pse 7 Trade fairs p30 15 Getting ajob ps2 8 Advertising p34 Grammar tests and photocopiable activities Instructions for photocopiable activities pes 1 The business environment pcs 9 Fashion and style ps4 2 Thecompany p70 10 Technology ps6 3 Travel p72 11 Job satisfaction pss 4 Sport p74 12 Market research p90 5 Sales p76 13 Bright ideas p92 6 Cultural awareness p78 14 Dealing with people p94 7 Trade fairs ps0 15 Getting ajob ps6 8 Advertising p22 Grammar tests key p98 4 Introduction Introduction Commerce's designed for students who intend to get a job ina business context It prepares them fora wide range of business situations, develops telephone and communication skills, and provides them with background in major business concepts. Startup This is designed as.a warm-up activity tothe unit. Itoften introduces key vocabulary or concepts, and should be used to get students to focus on the topic. 9tos This section occurs in alternate units.It presents and practises functional and situational language in simple business contexts. Its set in an advertising agency. There are three main characters: Richard (the manager) Lisa Scacchi (his new Personal Assistant), and Joe (her colleague). The activities move from the presentation of target language to activities and role-plays that practise the language in meaningful contexts Callcentre This section presents the basic language of making and receiving telephone calls. There isa listening taskafter ‘which students are asked to analyse the interaction and then do a speaking task using the target language. tis linked to Pronunciation exercises where necessary. It’s my job / Company profile ‘These occur in alternate units, and provide visual input and text. They are all based on authentic interviews and sources and are designed to be of interest tothe students asthey stand with only minimal tasks.In'it's my job, students will read about a variety of young people in different business environments and gain insight into ‘the skills required. General focus questions for'It’smy job’ and ‘Company profile’ are: What do you think his/her ob involves? What skills and experience does he /she need? Would you lie to do it? What do you know about this company? Would you Ike to work there? Asan ongoing project, encourage the lass to build upa portfolio of other‘it's my job’ or'Company profile’ features. Business know-how Increasingly in business, itis not enough to have experience or qualifications. Employers are also looking for staff with strongly developed soft skills These skills include teamwork skills, self motivation, flexibility, leadership skills, organizational skills, and interpersonal skull This section is designed to introduce these skills gently to the students through entertaining activities. Project This encourages students to take an active role in the learning process, working in pairs or groups to explore topicsand find out more about companies. Projects can be set as homework assignments, butt is worth spending time in class preparing students for the task Students are usually required to.use search engines such as www.google.com or wwwaltavista.com tofind Information. Help can also be given by brainstorming some standard places where they can gather information, ‘Top margin ‘This top part of the page contains facts statistics, and quotes. These are optional extras and can be used toadd variety and interest to your lessons, or provide additional material for strong students who are fast finishers’ Sometimes they have an associated question, and ways of exploitation include asking whether your students are surprised by the facts and statistics, or whether they agree, disagree, orcan identify with the quotes. ‘There are also definitions for dificult words or phrases which are important to understand a text which appears ‘on the same page. (Words or phrases in the textare highlighted in bold) Vocabulary Students meet a large amount of vocabulary during the course, Itis important to encourage good learning skills from the start, for example: © organizing vocabulary into categories rather than simple alphabetical ists © understanding the context of vocabulary and whether itisa key word needed for production or for comprehension © checking and learning the pronunciation of a word or phrase. Language spot This focuses on the grammar that is generated by the topicof the unit and concentrates on its practical application, If your students need revision after completing the Language spot, direct them to the Grammar reference, ‘which provides handy check. There is also one photocopiable Grammar test for each unit in this Teacher's Resource Book. Listening, Reading, Speaking, Writing ‘These activities give realistic and communicative practice oflanguage skills needed in commerce. « Inthe listening activities students are exposed to bbusiness situations, including dialogues, presentations, and interviews. They alsoheara variety of English accents, both native-speaker and non-native speaker. « Inthe reading sections students meet a variety of business-based texts. « Inthe speaking sections, try to ensure use of English during speaking activities, particularly those involving some discussion. Encourage this by teaching or revising any functional language students may need. The photocopiable activities in this Teacher's Resource Book also provide additional, freer discussion activities. © Writing practice in the unitsis designed as consolidation ofthe topic with structured, meaningful writing tasks (see Writing bank). Pronunciation This practises aspects of pronunciation which are of ‘maximum importance for intelligibility You can repeat the recordings n the Pronunciation asoften as you like until you and your students to feel confident they have mastered a particular sound or feature, Checklist This allows students to check their own progress. You may want to get students to grade or assess how well they can perform each of the’ Can do’ statements, eg ‘easily, ‘with difficul Key words ‘These are the main items of commerce vocabulary Introduced in the unit. A definition of each of these words appears in the Glossary. You should certainly check students’ pronunciation, including the stress, of words likely to be used orally This section also provides students with the opportunity. to personalize the Key words by adding five more words orexpressions that they think are useful Writing bank ‘This is in the middle of the book and gives specific skills practice in basic business writing. It can be used ‘throughout the course, either in class, oras self-study or ‘homework. There are recommendations for when to use the different exercises in the teaching notes in this ‘Teacher's Resource Book. There is also an Answer key in ‘the Student's Book to encourage students to check their work, butit is important for you to check extended written answers with reference tothe models provided. Speaking activities ‘This section contains one or more parts of the information gap activities from the main units (see Speaking). Grammar reference This can be used together with the Language spot, as a handy check, or for revision. it shows the form of a particular grammar point, briefly explains its use,and provides example sentences as well as indicating likely student errors. Listening scripts This isa complete transcript of all the recordings. Direct students to it for checking answers after they have completed a Listening task, or allow weaker students to read itas they listen toa particular recording, pethaps for a final time. Glossary ‘This is an alphabetical list ofall the Key words. Bach ‘word i followed by the pronunciation in phonetic script, the part of speech, and a definition in English. ‘The section begins with a phonetic chart, with an example word from commerce to illustrate each of the sounds. Background Every day millions of people all over the world are involved in business activities. They may be working for large international organizations with thousands of employees and business interests in many countries, or foralocal business with a small workforce. These businesses may produce or sell goods, or they may provide services, such as tourism, medical care, or education. And even the people whoaren’t working are still involved in the business world as consumers, Every purchase they make, every text message they send, helps a business achieve its prime goal of making a profit. ‘Some businesses provide the goods and services that we all need to survive -food, water, shelter, clothes, and warmth. These five basicneeds exist in all societies, from the most advanced o the least developed. In more developed societies, we let other people provide for most, of ourneeds in exchange for payment. Forexample, we rely on other people to produce bread which arrives on our table through a series of financial transactions involving farmers;merchants, millers, bakers, and retailers. People {n business provide the goods which other people need in return for profit. This in ts turn enables them to pay for their own needs. The whole business world is {interconnected in this way. Other businesses provide the goods and services that we don't need, but prefer to have, such as home entertainment products and leisure travel services, These extra items Teflect our desires or wants. Other wants include computers with ever-increasing capabilities and the latest mobile phones. Modem economies depend on these wants continually increasing. And as they increase,somore employees with specialized skillsare needed, and millions of new jobs are created. The growth of the Internet is having an enormous impact ‘onthe way we buy goods and services. In fact, in 2005 UK consumers spent nearly as much on goods online (£8.2 billion) asin high-street department stores (£9.4billion), *Tip 1 Get students todo the questionnaire on their own. idonrtamed 2 Trytheexamy f iple dialogue with some students, then get them to workin Use this expression to say you don't fet Sone wie Pairs. Ask students to discuss what jobs would suit their work style. something. 3 Askstudents toread about Markus. Ask some questions from the actually questionnaire. g.Does Markus like travelling? (Yes,he does, Then get Inspoken English, when you disagree with astatement you can add actually to ‘emphasize the contrat. students to continue in pairs. Ask students what they think an exhibition organizer does. Ask them to read about Chloe, then ask some questions from the questionnaire,e.g. Does Chloe enjoy teamwork? (Yes, she does) Tell EXAdditional activity students to continue in pairs. (stronger students) z Inexercise 3 students coverthe text about OW 1 MXCY 2 M2 (probably)CY 3 M?C? 4 MC? ‘Markus afterreading it They then ask and SM?C? 6MYCy 7 MICX 8 MYC? (probably) ‘answer questions from the questionnaire 9 MICK 10 M2C? mMrc? 2Mxce from memory. Language spot Present Simple [Grammar test Gothrough the Present Simple with the students. Elicit the use of -s for third Gotop.68 Teacher's Resource Book. person and do / does / don't / doesn't for questions, negatives, and short answers, Get students to underline the sentences about Markus (Twork...1 travel..1 love... spend...lenjoy...1don't realy lke ..1get back. it needs.) The business environment 7 ent nts *Tip gossip totalkinformally about other people and their private ives doodle todrawlines patterns ete without thinking, especialy when you are bored flirt tobehaveortalkin a way that suggests you find someone attractive *Tip absenteeism 2 situation where staff regularly have time offforiliness. Here the expression ‘absenteeismin the workplace’ suggests that staff are‘absent when they are workingon personalbusiness suspended not allowed to come into work fora period oftime,as punishment Gothrough the nule about the -ing form. Get students to underline the sentences inthe text about Chice (I/ove working . like dealing with... enjoy working ., hate dealing with ...1n pairs, get students to tell each other about things they enjoy /love /hate /are not) good at. Go through the Grammar reference with students or set it as homework. 1 Gothrough the activity with the class. Elicit two or three duties for each job Then get students to write sentences. 2 Get students to compare their answers. 3. If necessary do this orally first, then get the students to write their sentences. Or 1 George likes working in a team, but he doesn't like doing routine activities. 2. Stephanielikes dealing with people, but she doesn't like dealing with money. 3. Lauren likes doing research, but she doesn't like solving problems. 4 Andy likes using technology, but he doesn't like being creative. 5 Rachel likes meeting new people, but she doesn’t like working under pressure, Vocabulary Ask students to record new words ina vocabulary notebook. Or organizer operator researcher trainer designer controller manager Reading 1 Divide the students into small groups todiscuss the questions. 2. Before reading, go through the questions and get students to guess the answers. Then get them to read the article and check their guesses. Ow 1 Aboutanhourandahalf 2 Gossiping 3 26minutes 4 40% 5 They use filters to prevent surfing, turn off coffee machines, and suspend workers. 6 Theyhave rooms where staffcan relax. 3. Divide the students into pairs to discuss the questions. Listening 1 @ Gothrough the ist then play the recording forstudents tock the activities. ‘Ow send emails, surfthe Net, have meetings, speak to customers, fillin time sheets, key in data, send faxes, gossip, make coffee 2 @ Gothrough the questions with the students, Ask them if they remember the answers. Play the recording again and get them to write Tor F. Owit 2F 37 4F SF 6T 8 Unitt *Tip Top margin Lookat the statistic Ask students why companies lose money when theirstaft Surf the Net. (cause they doless work but stilhave tobe paid) Additional activity (stronger students) Students doan oral presentation of their Project. They can ask the class to guess the answers tothe questions before they tll them, *Tip Saying numbers Say and after hundreds and between thousands andtens 480 fourhundredandeighty \0I8 one thoviandandeghteen percent Say the number and then ‘pe cent 53% fifty-three per cent decimals: S3ypointafter the whole numberand say therumbers after the pont separately 4473 fourpoint seven three fractions Yeahalf%two thirds, Yea quarter EiAdditional activity (weakerstudents) Dictate these numbers to students. They canwritenumerals. 185 58.670 3790 317 690 377 8237 Company profile Amazon.com 1 Get the students to discuss the questions in pairs, 2. Ask students tottell you what they know about Amazon.com. Ask each pair todecide who is Student A and Student B (whose information is on p.112), Students may note down key information. Then they cover the information and ask the questions, (Ow Student A 1 Over5,000 2 Tallored services, product reviews secure payment system, opportunity to'lookinside' books. 3 With ts powerful database 4 ttonce offered pocket computers for £7 instead of £192. ‘Student B 1 A website where people can buy a wide range of goods 2 Products and services including books, (Ds,0VDs, computer games, clothes, computers,mabile phones,cameras travel services 3 Tens of millions of tems 4 in eattle,in the United States. 5 Six 3 Askstudents tofind the terms and translate them, Project 1 Gothrough the instructions and example. Ask pairs to think of a famous company and write questions they would like to find the answers to. 2 Tellstudents that their answers should be short like the example. Getstudents to go online and find the answers (start by searching for ‘company information’ or company profiles) Vocabulary 1 Get students to discuss how to: ‘say the numbers. 2 @ Make sure your students know how to say large numbers and fractions. Get students to write down the numbers, then play the recording and get students to check and correct the numbers. (O71 Fivehundred and thirteen; Two thousand, eight hundred and ninety- ‘two; Two thirds; Nine point five six 2 MTwo hundred and fifty; Five thousand, seven hundred and eighty-nine; 2Ahalf; Three quarters;A third: 3 Three point five; Fifteen point oh six; Seven point nine six Pronunciation Numbers 1 @ Play the recording and get students to circle the numbers: they hear. Ow 1a 159000 b 90 c50 d135 eu £2317 2 ‘Students do the exercise n pairs. Go overcommon errors at class level The business environment 9 Photocopiable activity 9to5 Introducing yourself Gotop 69 Teacher'sResource Book Meeting people 1 Get students toguess who the people are and what they are saying. air 2 @ Play the recording and check a 3G Get students to guess who says what then listen and check. Ask students to translate the expressions in their vocabulary books. Owis 2R 3R 4R 5R 6S 7L 4 @ Play the final part of the conversation. Discuss the answer at class level. Ow 4 Joe recognizes her They got the same gym, EB Additional activity (atonger students) Speaking Ask students to invent new identities and Go through the Expressions list with students, Ask them to repeat the eres necessary: sentences after you or after the recording. Additional activity Tell students to decide what role they will each play, and to read through (weaker students) their Speaking activities. mind them to refer tothe Expressions list during : ‘Ask students to write out one dialogue for this activity and to say Sorry. Have you got a moment? homework Aftera short time, interrupt and aska strong group to perform the dialogue, helping them where necessary. Then askall groups to try the task again, *Ti Pp Business know-how Topmargin ‘Askstudents ifthey agree ordisagreewith 1 Askstudents to read the tips and choose the three most helpful ones, Kato and Enique Ast them what other thingstheythnkvouneedtsgetaysoin 2 Students discuss the advice and add ideas, eg, talk to people workingin aren. business, research online, get language qualification, improve your tg computer skills, etc at {Additional activity (stronger students) Writing is ere agebatagp lamin aaabe Depending on their situation, ask students to think about a job from the theletter:iee-thate—'mgoodat-!m unit ortalk about the job they are doing. notgoodat.. EX Writing bank nate. Checklist Se ez eotente ck Gothrough the checklist with the students. Get them to tell you which activities in the unit helped thern practise each point. Ask students to tick the points they feel they can perform. Ask the class ifthey need more practice in any of the areas, Key words Gothrough the list of words to check students’ understanding. 10 Unit2 Background Self-employed people have to do everything themselves, A plumber, for example, has to buy his own tools and equipment, carry out the work himself, decide how to advertise his business, and fix his own price scales. fhe needed toraise capital for a business investment (such asa new van),he would arrange aloan from the bank. He would also do his own book-keeping and, possibly, his own tax declarations. He may decide to takeon an assistant tolighten his workload. However, as companies expand and more people are employed, one person can no longer performall the administrative and decision- making functions, Organization, and the division of labour, is required, Inlarger businesses, there must be people who can take authority for certain decisions and who can tell other employees what to do. A typical chain of command would start with the Chairmanat the top, then the Chief Executive, followed by (in large organizations) the heads of divisions (such as the Group Finance Director), then the heads of departments (such as Sales and Marketing, Start up 2 The company ‘Human Resources, Finance, etc),and finally the people ‘who workin the office or on the shop floor. Every person in an organization isamember of aformal §foUup within which he or she has to perform specifictasks. ‘This breakdown of an organization into formal groups offers anumberof advantages: workers specializing in specific areas can perform more effectively, which reduces company costs; thereisa clear chain of command asemployees receive instructions from their line manager; the employees’ performance can be monitored more easily;and theres better internal communication as managers can speak for tthe section they control. At the same time, employees can experience the benefits of working in ateam, and they can also ask their supervisor or more experienced colleagues for help and guidance. Ofcourse, departmental organization can alsohave certain disadvantages: some employees may be so focused on their own particular tasks that they become cut off from employees in other departments; and ‘managers may be more concerned with their own and their department's performance than with the overall performance of the company. In pairs, students brainstorm as many roles as necessary. They don't need to know the name of the job, but they have to think about what jobs are needed to develop and produce product. *Tip billing preparing and sending bls tocustomers salary the moneya person gets for ajob tax part of your income that you pay tothe government investment Putting money na bank, business or Property in order to makea profit recruiting finding new staff to join a company ‘maintenance keeping a building in good condition Vocabulary 1 Ask students tolook at the picture in pairs. Ask them tosay which department they think the people work in. 2 Gothrough the descriptions with the students. Gettudents to match the departments with the descriptions. Ow2G 3F 48 5A 6c TE Photocopiable activity Departments Gotop7 Teacher's Resource Book |Additional activity (weaker students) Write Harun /accounts clerk /salaries on the board. Dictate the text toyour students. Ask them: What does Harun do? What ishe doing at the moment? ‘My name's Harun. | work inthe Finance department of a mobile phone company. 'manaccounts clerk We're getting the salaries ready forthe end of the month It's always busy at this time. |Additional activity (stronger students) Read out the text about Harun and get students to make notes. Then get students toaskeach other questions for example What does Harun do? What sort of company does he workfor? What'she doing at the moment? Grammar test Gotop70 Teacher's Resource Book *Tip Top margin feadthe top margin e-words wth the students Point out that new terms like theseare being createdallthe tie. ‘ebooks books that exist only electronically anghave tobe downloaded ‘business business done on theinternet ecards greetings cards that are sent by email ‘e-market aninternt sitewhereyoucan display services and goods Noactval trade takes place on these sites, museum acllection of documents, archives et aalablein an electronic form fetcket ticket that screated electronicallyand that you printout yourself Thecompany 11 Listening 1 @ Askstudents what departments Montse and Kenichiro work in (Human Resources and Purchasing) and what they working on at the moment (a job advert and buying for next year's spring season). ‘Ask tudents toread the article and try to guess the missing words. Play the recording and ask them to complete the gaps. Play the recording as often as necessary. Ow 1 helping 2 copy 3 get 4 checks 5 training 6 everything 7 team 8 leam 9 currently 10 colours 2 Get students to discuss which job they would prefer. Language spot Present Simple v Present Continuous ‘Ask students to read the language rules and write Present Continuous'and ‘Present Simple’ in the correct places (‘Present Simple'is first). Get them to underline examples of the two tenses in the article (Present Simple: My manager checks .. work ..Present Continuous: 'm training ..'m helping _.'m writing 7m doing ..1'm working ..'m enjoying... We're currently buying .) Gothrough the Grammar reference with students or set it as homework Ask students to complete the letter in class or as homework. Ow 2 ‘mhaving 3 ‘mwriting 4 ‘mworking 5 ‘mimproving 6 ‘miearning 7 'mnotstaying 8's 9 exports 10 ‘mworking MI finish 12 'mhaving/have 13 eat 14 go 1S spend Reading 1 Get students toread the introduction and discuss how we use the Internet in business, ‘Orw Possible answers buying products and services, finding information, booking hotels, sending documents, sharing data, placing orders, making payments, doing market research, keeping in contact with clients, etc. 2. Askstudents toread the article and ask them these questions: What is e-commerce? (buying and selling over the Internet) How many types of e-commerce are there? (three types) What are they called? (B2C / Business to Consumer,C2C/Consumerto Consumer, B2B / Business to Business) Which type does Ford use to cut costs? (B28) Which partof the world is most e-active? (Europe) Get students to find the words and match them with the definitions. Ow2d 3b 4e Sa 3. Askstudents toread the article again and do the exercise. Additional activity (weaker students) Dictate these numbers to the students, 1 01876 542290 2 02087 561003 Additional (6tronger students) Inpairs, get students to dictate numbers toeach other. *Tip Top margin Ask students to read the information, Discuss these questions: 1 Have you ever received callsat home from call centres? * Doyouthink tisaneffective way sel ‘© Why did you ast acallcentre? (@ ‘Set this exercise in class or forhomework. Or es ee HR tr 5 cg 5 Putthe studentsin groups. Get them to brainstorm the. ‘advantages and ‘of e-commerce. Phone numbers 1 @ Play the recording and get students tolsten and repeat the numbers. 2 @ Getstudentstolisten again and answer the questions, 3 Get students to dictate numbers in pairs. Call centre ‘Making a call @ Ask students to: read the dialogue. ‘in pairs and guess what words are ‘missing Play the recording and get students tocomplete the gaps Go through Expressions with the: ‘students, Speaking Get students to read their Speaking activities and: role-play the phone conversations, referring to the Expressions list. After the first dialogue, interrupt the students and ask. strong group to Perform the dialogue, helping them where necessary, It’s my job 1 Get students to discuss the questions in pairs. 2 ‘Ask students to read about Daniel and answer the questions. The company 13 2 Hehelped toset up the wine 4 Marketing techniques and how 3 Get the students to discuss the questions in pairs a Business know-how *Tip 1 Get students to discuss the questions in pairs or groups. Geadline - rs 2 Askstudents toread Business know-how and discuss the suggestions. Write hepa 1 students'tips on the blackboard and ask students to choose the two most, prioritize veeful cs toput several tasks in order of importance Writing 1 Get students to read the web page and answer the questions. Ow 1 topresent acompanytopotentialcustomers 2 printing 3 Customer Care,Purchasing,IT 4 Design, Printing, Delivery (thisis, common in companies that sell products but not in companies providing, 4 service) 2 students writea web page for their own company or school [Additional activity Project Guthcongcctcencouagestudentsio _Ofangeisa successful mobile phone company, We suggest using thelr UK Tokatsomeoftheemployee profiles Tell _Sitefor this exercise. For a description of the company departments goto ‘them they don't need to understand every Orange Careers, then click on the company. There are links to call centres, Ivead unt et the general gist. ‘technical, retail, professional. Put those four links on the board and ask Be ielnal activity students to.use them as headings for making notes. (weaker students) are Getstudentsto find the fourlinks-cal Checklist centres technical retail profesional Thenask them tock on What could Gothrough the checklist withthe students. et them totell you which for Theycanthen writ down thee or activities in the unit helped them practise each point Ask students to tick {four ob titles for each heading. the points they feel they can perform. Ask the class if they need more practice in any of the areas, Key words Gotthrough thelist of words to check students’ understanding. pto 14 Unit3 Background We are travelling more and more.in the UK alone, the ‘number of fight passengers increased from 70 million in 2000 to 80 million in 2004. Budget airlines have had an ‘enormous impact, and this growth isexpected to. continue. Inthe UK,15 million people (out of a working population ‘of 26 milion) work in travel and tourism. Itis amajor industry with many different sectors including: airlines hotels # transportation (train and coach travel, car hire, etc) food services corporate travel services travel agents and tour operators. ‘Tourism s similar toa manufacturing industry, with different components (hotel rooms, flights, meals, trips, etc) bought and assembled by tour operators to produce holidays. Travel agents then sell these products tothe public, while representatives of the tour operator provide anafter-sales service tothe consumer. The larger the tour ‘operator, the more specialized the role of each employee, Start up ‘Additional activity (attievels) Before Startup, tell students about a difficult journey you had. Instead of with jobs in marketing, research and development, negotiating with couriers, etc. ‘A205 survey of US employees revealed that 48% of the interviewees were travelling less frequently for work than, in 2000, However, while many companies are cutting down on travel, it remains a major factorin business expenses and in the wider world of the travel industry. In the USA, 18% of the total number of journeys taken are business-related. These business trips break down into ‘the following categories: ‘© 44% are for general business purposes such as meetings, consulting. etc. © 22% are for attending conferences or seminars © 34% are for business and pleasure combined © 32% of all business trips involve flights. When travelling on business, i is always a good idea to check your bill. The average corporate traveller in the USA. isovercharged $11.35 a night, while American businesses ‘pay more then $1.8 million on excess charges every day. But we find it hard toleave the office behind ~another survey suggested that 43% of business people stayed in contact with their offices via email even when they ‘were on holiday! 1 Get students to look quickly at the titles and pictures and guess what they think each story will be about. Then ask them to read the stories and choose asking them comprehension questions, theanswers. haere Geer ook ve acai oo Oric 203A 48 ELAdditional activity (atevel) Get students to write up their story for homework. 2 Get students to decide which is the worst, funniest, etc.story. 3 Askstudents to think individually about.a difficult journey they have had, and to make notes, Write these expressions from the article on the board. Starting the story: Last year/month... Abouta month /Two years ago... Joining ideas: and / because / but / However. ‘Unfortunately. Commenting and concluding: Itdidn't makeagood impression. What adisaster! There was nothing [could do. Iwasa nightmare. Get students to tell thetr stories in groups, using the Past Simple. Grammartest Gotop72 Teacher's Resource Book Photocopiable activity Greeting visitors Gotop 73 Teacher's Resource Book Travel 15 Language spot Past Simple Get students toread through the rules. licit from students how you form the regular Past Simple and ask them to find examples in the article (stopped, arrived, decided, booked, arranged, checked in, realized, tried). Elicit how you form the negative and find examples in the article (couldn't call, didn't make, didn't have, didn’t accept). Then get students to underline the irregular verbsin the article. Ask them to write the base forms ofthe verbs. Go through the Grammar reference with students or set it as homework. ‘Ow was (be) took (take) had(have) got (get) flew(fiy) found (find) Get students to write sentences about Jack's trip. Om 1 Hearrivedattheairportat730am. 2 He checked in at zoneB. 3 Hewent through security and passport control at 8.00.a.m. 4 He waited in the departure lounge foran hour. S He went togate16 to boardtheplane. 6 The plane/he took offat 9.45 a.m, 7 It/helanded in Madrid. Vocabulary 1 Before doing the exercise, get students to tell you what happens ineach partof the airport. Then get them tomatch them with the explanations. Owid 2f 3g 4b Sa 6c 7e 2. Askstudents to tick the things they did the last time they travelled abroad. Gothrough answers, making sure students say them in the Past Simple. 3 Encourage students tohave a general conversation about travel.Go through common errors or difficulties afterwards. 9to5 Apologizing 1 Askstudents to look at the pictures and guess what is happening, 2 G) Getstudents to focus on picture 1 Play the recording. As they listen, they number the events in order. Ask what Lisa did last night. Ow caughtabus=4 rantotheoffice=6 missedatrain=2 went tobediate=1 waitedinatrafficjam=5 tried togetataxi =3 3G Get students to focus on picture 2 Play the recording and get students to tick the expressions they hear, Ask students: What is Richard's reaction to Lisa's apology? What is happening at 8 a.m. tomorrow? Ow Fmsosorry... Don'tworryabout it. promise... Ifeelreallybad aboutit. It'llneverhappen again, That's OK. 16 Unit3 *Tip Top margin Brainstorm with students what you getin a three-star hotel. Ask students to check their Buesses with the text. Additional activity (allievels) Ask students tothinkofa two large hotels in theirtown or city. Get them to look the hotelsupon the internet and complete reviews ofthemas nexercise2 ‘Additional activity (stronger students) Tell students that they are going to gotoa conference in London, Tell them to decide ‘what level of hotel they want and what facilities. Get them toresearch ahotel online and find suitable hotel Speaking Go through the Expressions list, asking students to repeat after you. Tell students toread through their Speaking activities and make notes, (Both activities involve people in work situations who have to ‘apologize for being late and explain what happened) Students then: role-play the conversations, refersing tothe Expressions ist during the activity. ‘Ask stronger plrs to perform thei dialogue Reading 1 Askstudents: What are the main things you expect froma good hotel? Ask them where the ads are and what sort of traveller they are aimed at Pre- teach: hairdryer, wireless, en suite, trouser press, and on-site parking. Ask them toread the ads and answer the questions. OwiA 2¢ 38 4B sc 2. Askstudents to complete the internet review. Ow ensuite rooms non-smoking rooms continental and ish breakfast direct-dial hones internet access in bedrooms: v hairdryer ‘trouser press. minibar restaurant free car-parking conference facilities Ssusnasacnssy | Sse B 3. Inpairs.get students tolist the five most important qualities fora business hotel. Get some pairs to present their answers to the class. Speaking Tell students to take time toread through the information -one student isa ‘customer calling the hotel and the other is ahotel receptionist. Remind them ofthe expressions for apologizing inthe previous unit After the firstrole-play, interrupt and ask a strong group to perform the dialogue, helping them where necessary. Travel 17 *Tip ‘Top margin Ss ‘© Read the definition of transport. notes. Brainstorm with students different forms ologize for of transport. the ‘ead the statistics with students. Ask , themtocomparethisto thee country What are the positive and negative {esultsof this change in the amount we travel? *Tip otel? Ask base the main place acompary doesit dat.Pre- ‘business from ng. Ask fanter acompany which takes people or [goods rom one place to another x x “ ’ v ‘ y Writing bank - Emails 2-Hotel booking x Gotop53 Student’ Book x y ‘ rabusiness sstudent isa Remind orm the Company profile bmi 1 Askstudentsto discuss the points in pairs. Then round up students’ ideas on the board. 2 Get students toread Company profile and match the questions. OwiF 20 3C 4A 5G 6B 7£ 3 Askstudents to find the words and translate them in their notebooks. Ow 1 share 2 losses 3 profit 4 awards 5 punctual Project 1 Getstudents to work in pais or groups todo the research. Ask them to use the questions in Company profile 2.as headings fr their notes 2. Getstudents to write their report inthe form of questions and answers. Business know-how 1 Inpairs, get students to discuss the questions. Round up their answers. 2 Askstudents to discuss which tips they like best, and to add two more. Round up ideas on the board. Writing ‘Ask students to read the email. Ask who it's from, who it's to, and what it's about: What does John want Richard todo? Get students to make a list of the things Richard has to do, then complete the internet form. ‘Ow Checkin date:14 April: Check-out date: 16 April: No.of rooms: 1:No.of inights:2; Guests per room: |; ouble-sole occupancy; non-smoking: Beds: double; Title: Mr; First name: John; Surname: Conrad; No.of house: 156; ‘Street name: Buzan Road; Town / City: Manchester, County / State: blank; Postcode / Zipcode: M3 2PB; Country: UK; Tel.no.:0161 9625494; Email ‘address: john.conrad@perfectworld.com Checklist Gothrough the checklist with the students. Get them to tell you which activities in the unit helped them practise each point. Ask students to tick the points they feel they can perform. Ask the class if they need more practice in any of the areas, Key words Gothrough the list of words to check students’ understanding, 18 Unit Background Sportis big business tt features some of the world’ biggest Celebrities; it attracts major sponsorship deals: produces ‘great sporting events from the Super Bowl tothe Olympics; and it has billions of followers worldwide. In the UK, the sports sector employs half a million people.italso accounts formore than 2% of the UK gross domestic product and about 3% of consumer expenditure. One visible example of business in sports: 5 Athletes promote. particular brand of running shoes, well- ‘known teams always have the logo ofa sportswear ‘manufacturer on show, and famous companies pay huge sumsof money tohave their name on the shits of top football ‘lubs Some sporting eventsand teams even adopt thename oftheir sponsor. Sponsorship can have several benefits for the sponsor: brings itsname tothe attention ofthe public, enablesthe company to reduce ts tax bill, andenhances its image. For sport.t generates extraiincome. raising the standard of the team or club, and enhances the status of theteam. However, there can be disadvantages, too. The sponsor may. sufferifitdoesn t receive sufficient publicity, ifthe sport Start up develops a bad image, orf the sponsors associated witha losing team. And it may be problematic for sport ifit bbecomestoodependent on sponsorship money. And while ‘major sports such as football may thrive, minor sports may not attract sponsors and extra income. ‘There are a wide variety of careers in sport—even for people Who can'tkicka ball! Someof the main areas are: ® Sporting goods sports clothes have become the global leisure wear of choice. The sector involves manufacturers designers, suppliers, retailers etc. ‘© Healthand fitness ~this is asteadily growing sector. Professionals include aerobics instructors, personal trainers.etc. © Sports media ~this includes all jobs involved in sports coverage in newspapers, TV and radio, and on the intemet. ‘© Sports vertues~from golf courses to huge stadiums, there are careers for in-house teams (managers,administrators, tc) and forexternal suppliers. © Sports events ~major events such as the World Cup need large staffs to manage them. Event management involves ‘marketing, sales client services, public elations.etc * Professional services - these include sports law specialists, ‘accountants, players’ agents, etc. Lookat the photos with the students and ask them what the sports are. Discuss the questions with the class. Listening1 1 @ Play the recording and get students to identify the sports. Ask them what the words and expressions were that helped them to guess. 2 G Play therecording again to find out why the people enjoy the sports Ow 1 loves: 2 it’s the Internet. ums, there ninistrators, ort are. [Photocopiable activity (Careers in ports Gotop 75 Teacher’ Resource Book [Additional activity {allleves) “Askstudentsto find what these numbers tele t:500,000, 3% 1 billion, £50 milion, 26bilion. EiGrammartest ‘Gotop74 Teachers Resource Book weaker lass go through the email eas before they doit Eeplainthatin the first (1-3) Bry is listing her suptonow and sothey require Present Perfect Inthe second (4-7) Emily gives detail about he did things soit requires the Past Points # and 10 are questions and require the Present Point 9referstoa specifctimein and requires the Past Simple stronger classask students to why they have chosen the Present etorthe Past Simple inthe email 3 Inpairs,get students to ask and answer the questions in the questionnaire, Discuss theanswers at class level Reading 1 ingroups, get students to brainstorm industries associated with sport. 2. Askstudents to read the article and add industries and jobs to their lists. 3. Ask them toread the article again and match headings with paragraphs. Ow Sponsorship=5 Themedia=6 Event organization and tickets =3 location=2 Clothingandequipment =4 Education and training =1 4 Get students to dothe exercise and write the expressions in their vocabulary notebook Ow awiderangeofcareers _amajorleisure industry ‘substantial investment significant business enormous profits 5 Inpairs, get students to discuss the question. Then ask the class ifanyone Would like to work in the sports industry. Language spot Present Perfect ‘Ask students to read and complete the rules.Go through the Grammar reference with students or set it as homework. Ow When we talkin general about .. that havea resultin the present... when ‘we talk in detail about .. 1 Askstudents to answer the questions individually 2. inpairs get students toaskand answer the questions. Point out that the second question asks for specific details about the event so it uses the Past Simple. 3 Get students todo this exercise in class or at home. Ow 2 Have you ever sent an email to the wrong person? No,| haven't. 3. Have you ever travelled to a foreign country on business? Yes, have. ‘travelled to Kenya six months ago. 4. Has your company ever sent you ona training course? No, it hasn't. 5 Have you ever booked a flight online? Yes, | have. | booked it /one yesterday. 6 Have you ever attended a conference? Yes, | have. | attended a conference in Tokyo in 2005. 4 Get students to complete the email, Ow 1 'vemade 2 ‘vemissed 3 ‘velost 4 was 5 forgot 6 downloaded 7 had 8 Have,eaten 9 felt 10 Have,had 20 Unita *Tip Listening 2 Top margin Ask student to read about summer camps Ask them they would ke to workina summer campin the US. 1 Ask students: What job opportunities are there for short term summer work in ‘your country? Have you ever dane any summer jobs? Then get them to read about summer camps and answer the question. 2. @ Gothrough the form,then play the recording and ask students to nea. completeit. Get them to check their answers in pairs and then listen again. Before getting studentstodocxercse3, “ get them toask you the questions. After Om Namectacek ipaeD Ure 1S Nisy 1987, ‘the task get the students to write their id Education: University of Warsaw ‘oomn ahwérs tote questions. ‘Have you ever worked or travelled in the United States?:Yes fs0,why and when?: Holiday, last year Additional activity Have you worked in a summer camp before?:No finger states) ‘What sports can you do?: Football, basketball, tennis, swimming, sailing, ‘Swap pairs around, Get students totell, their new partner about thelr last partner’sanswers. Have you got any relevant qualifications or experience?: es \f50, what are they?:Taught sports at a summer school Can you drive?: Yes Writing bank 3 Inpairs, students take it in turns tobe interviewer and job applicants. They Letters 1-Thanking can talk about their own experience or invent a new role. Gotop 54Student’sBook Callcentre Leaving a message 1 Askstudents:Do you evertake phone messages? How do you pass the message on? Have you ever had a phone message that wasn'tclear? What was the problem? Play the recording and check the secretary's notes (He wrote 4.30, not 5.30). 2. @ Gothrough ail the expressions with students then play the recording again and get students to tick the expressions, Ow Canitakeamessage? Canyouspellthat,please? Can ichecktthat? K,t'l giveTom the message. 3. G Askstudents to copy the message pad twice in their notebooks, leaving space for notes. Play the recording and ask students to make notes. Get ‘them to work in paits to compare their answers,and then play the recording again. Ow 1 Message for:—; Message from: Dave from IT; Phone number-extension ‘4677; Message: Delete all emails on computer from Klaus Trawoeger. 2 Message for: ames Tate; Message from: Tina Winters from Ricchissimo Fashions; Phone number —;Message:CallTina this afternoon. Speaking amer work in Gothrough the Expressions list, asking students to repeat after you. mtoread Divide the class into pairs. Tell students to read through their Speaking activities ~they will role-play a caller leaving a message with a secretary. a, Students should refer to the Expressions list during this activity. sten again. After the first activity,intermupt the students and ask astrong pair to perform the dialogue, helping them where necessary. Then askall the ‘groups totry the second speaking task activity It’s my job stsmyjob,askstudentsto Get students todiscuss the questions. vand then close their books. 2 Ask them toread the article and answer the questions. ltgot.started fetocin..touneio. eu | Omaegi eeeee regen ae sIltke the fact that ...; This ng!...;No two days. LS en oechaniaten eee jorecreate the text. i Project activity In pairs, students think of the different brands for the four categories, Ask them to find out about sponsorship for one company from each category. Get Itsy job, askstudents to them to wnitea report and / or givea presentation tothe class. ibooks. Then divide them into sand ask these questions. The errr cet question gets Business know-how pAlido? What facilitieshasthe 1 Get students to discuss the questions in pairs. 2 When did he tart? What ibegeodtinhiyosrwner % Getstudentstodecide which tipsare useful and add two more. ithe morning and in the Writing 1 Gothrough the job ad with students. Ask if they have the qualifications for the job. Then ask them to complete the letter with the expressions, 2 Get students to write a letter of application using the letter as a model Om 1 toapplyfor 2 relevant workexperience 3 Ibelieve 4 aminterestedin 5 tomeetwith you Checklist Go through the checklist with students, Get them to tell you which activities in the unit helped them practise each point. Ask students ifthey need more practice in any of the areas. Key words Go through the list of words to check students’ understanding, Background Business involves buying and selling. Customers,or buyers, want to buy a product or service; the sales person simply has to convince them that this products the one they need. However, sales isn't simply about ‘selling’ It involves relationships, psychology, attitude, ethics, information, andttrust, Some of the key concepts in sales are: « feature ~an aspect of the product or service. Itcould be {ts size, speed, colour, function, ete. «© benefit this is what the customer gains from having ‘the product or service. It may be tangible (cleaner clothes faster travel, etc) or intangible (convenience, ‘enhanced social status, etc). Customers don’t buy features, they buy benefits. « active listening - asking questions and actually listening to the customers’ answers, finding out what they want and don't want, and understanding how they feel and what thetr issues are, is of vital importance tothe sales person. ‘© USPs these are ‘unique selling points; the most valuable advantages that your product or service has over ts rivals, ‘© FABs -or ‘features, advantages, and benefits: When presenting the product, these are the links between the product description, its advantage over rival products, and the gain that the customerhas from using it. Start up Buthow do sales people actually achieve sales? Sales techniques are constantly developing. However, the ‘traditional selling model which is still widely taught ‘today is the Seven Steps of Selling: 1 planning and preparation know your product, know your market, know the competition, prepare your resentation 2 opening smile, be professional, explain the purpose of your visit, ask how long the prospective buyer has and if you can take notes 3 questioning to confirm or discover the major benefit(s) that the product / service will give the customer,and to build relationships 4 presentation focus on the unique benefit that the customer will get from the product, matching the benefits with the customer's needs, priorities, and motives 5 overcoming objections avoid argument and confrontation; understand the issues and then address them 6 closing the best close is short and sweet, all the key points having been covered 7 after-sales follow-up the completing of all the necessary paperwork. ongoing contact to make sure thatthe customer is happy and to resolve any problems Get students to read the headlines and answer the questions. Discuss this asaclass OwA2 8102 02 £2 F1G1H1 Vocabulary 1 Get students to read the headlines again and complete the table, then copy ‘the words into their vocabulary notebooks. 2. Divide students into groups and get them totalk about the different products from their own knowledge and experience. Ask them to justify their opinions. Round up at class level. Daskstudents to these questions es? Sales wer, the ytaught oduct, know ye your pe purpose of yyerhas andif ajor benetit(s) tomer, andto tthat the xing the ties, and and thenaddress allthe key allthe Reading 1 Inpairs, get students to consider their buying style by discussing the questions. 2 Askstudentstolook at the article on p.29 and guess what itis about. ‘Ask students to read the article and find the information in the textto justify their answers to the questions. Oo 2b oh eerste nee E-Differentiate your product 4NE-teamtolisten SE-Leamtolisten 6E-Sellto people whobuy 3 Ask students toread the text again and find the words and expressions. Ow 1 features 2 differentiate 3 direct mailing 4 jumptoconclusions 5 superiorto 6 wordofmouth 4 inpairs, get students to invent a product. Ask them to do a simple drawing, give it aname, and decide on its benefits and USPs, Encourage them to be as creative as possible by asking them to brainstorm what features they ‘would like the product to have, ¢ g. would like my computer to tell me that tt isdeveloping a problem before it actually stops working, like a person says they feel ll before they go to bed fora week! 5. Ask the pairs to find another pair near them and totry and sell their product. Remind them touse the techniques from the article. 9to5 Invitations 1 Askstudents to speculate about the pictures. Picture 1: What do you think Joe and Lisa are doing? Picture 2: What do you think Joe is asking Lisa? 2G Ask students to focus on Picture Play the recording and get students to answer the questions. Ow 1 Tosee him about his PowerPoint presentation 2 Yes,at a breakfast meeting the next day 3 @ Play the recording again and get students to complete the diary. ‘Ow Monday 2.00 meettthe Marketing Director 3.15 makeacall 330 gotosales meeting ‘Tuesday. 830 meetloe 1030 talktothe 4 @ Askstudents to focus on Picture 2,Play the recording and get them to answer the questions 24 Units * Tip Top margin Askstudents to workin palrsand explain their own words what the quotes mean Ist quote: Good organization resus in ‘more action than talking, 2nd quote: The result ofa meeting should beaction.fyouhave tohave another meeting thefirstone wasn't successful outcome esuit lousy slong) very bad 3rd quote: Metings involve many diferent People gvng thei opinions andthis often wastes time and complicates things Ask students to think ofthe postive sie to having meetings. Grammar test. Goto p.76 Teacher's Resource Book *Tip Before studying the grammarrules.goto the Listening script on p.123 and get students to underline examples ofthe Present Continuous. There area lot of examples because Lisa and Joe ae talking about arrangements and fixed plans, often with another person, Askthem to circle the one example of be going to. Ask: Why doesn’ Usa use the Present Continows? (Because tisa Prediction about the sales meeting) ‘Additional activity (weaker students) After exercise 2get students to writea series of sentences about their plans and their partner's plans. Gothrough the Expressions. Get students to repeat them after you or after the recording, then copy them into their notebook Language spot Present Continuous for future, be going to Ask students to read the rules for the Present Continuous and be going to, and complete the examples, Go through the Grammar reference with the students or sett as homework Om limmeeting cl te for dinner tomorrowevening. TRE esa DVD sales are, 0 increase. 1 Ask students to complete the dialogue. Ow 1 tehaving 2 isarriving 3 ‘rebriefing 4 5 tepreparing 6 ‘weattending 7 ‘epresenting & © wert teoet 10 ‘recalling 11 Am.doing 12 ‘e| 2 Inpairs, get students to discuss the things they have planned. 3. Inclass orfor homework, get students to write sentences about Holly Pronunciation going to ‘TG Play the recording and ask students to read the sentences as. they listen, Discuss with them the use of the shortened to’ Point out that in pop songe they often hear and read gonna’ 2 @ Play the sentences one at atime and get studentstolisten and repeat, ‘Then in pairs get students to practise saying the sentences. Then play the recording again so they can check their performance. Divide the class into groups of three. Tell students to read thetr Speaking activities, which contain a task and a diary, Go round the groups checking their progress. if necessary, interrupt the activity and deal with common errors before letting the students continue. ges as they listen. hat in pop songs fen and repeat. ; Then play the heir Speaking interrupt the ludents continue. Business know-how Ask students to take a minute to write down two dreams that they have, travel the world, become a famous entrepreneur, have five children, ete. Roundit up at class level. 1 Lookat the quotes in the top margin with the students. Ask them to match them with the questions in Business know-how. Then ask students to answer the questions about themselves. 2 Inpairs,students compare their answers, Encourage them to explain in ‘more detail to their partner and ask each other probing questions. Company profile Qxt 1. Inpairs, get students to discuss the questions. 2 Askstudents to read Company profile and answer the questions. (Ow20 3H 4G SE GATE BB Project In pairs, students go online and research eBay they could start by searching for eBay history’ for example. They should make notes. Write on the board the following headings to help guide the research ¢ Whatis eBay? ‘© When wasit started? ‘© Who started it? Why wasit started? ‘© What was the first item sold on eBay? ‘* How many people use it? ‘© What can you buy and sell on eBay? ‘© Whatare some strange things sold on eBay? ¢ How does eBay make payments safe? © Who can use eBay? Writing Tell students that they are going toa sales conference in London. Read through the instructions with them and ask them to complete the email about the trip. Encourage them to use the Present Continuous. Checklist Gothrough the checklist with the students. et them to tell you which activities in the untt helped them practise each point. Ask students if they need more practice in ny of the areas. Key words Go through the list of words to check students’ understanding, 26 Unité 6 Cultural awareness Background The development of communications technology, from ‘the Internet to mobile phones, has brought different parts of the world closer together. Communication is now instantaneous, Decisions taken in one country can have an immediate impact in another. This increased. interconnectedness is reflected in the economicand cultural spheres, Globalization is ‘the process by which businesses and organizations grow and start to operate in countries all over the world, which has been made easier by new technology and political developments’ (Oxford Business English Dictionary).ttmakes previously isolated cultures and ‘economies interdependent and interlinked. Inthe economic sphere, the impact of globalization canbe seenin the power and influence of multinational corporations such as Shell, Microsoft, Nestlé, and General ‘Motors. There are over 60,000 multinational corporations throughout the world with more than halfa million foreign subsidiaries. is estimated that these corporations account for20% of world production and70% of world trade. Opinion is divided on whether globalization ishavinga Positive or negative effect on local economies and cultures. However, theres no doubt that in the world of work, there's. *Tip Start up ‘more communication and interdependence between people of different cultures and languages than ever before. ‘This greater contact carries both benefits and potential problems Cultural differences may be seen in very obvious ‘ways uch as office hours, dress codes, and food. Attitudes towards punctuality,for example, may vary fromone country toanother, and there may be different attitudes to theuse oftites in conversation andthe exchange of business cards.Body language and gestures are alsoarich area formaking cultural faux pas.It may be important in certain cultures how you offerand accept agift,or whether ‘ornot you can show the soles of yourshoes. There are alsomore subtle,and therefore potentially more ‘dangerous, differences that can affect workand relationships in the workplace. Employees in different countries may have quite different attitudes towards the significance of planning of how tomanage meetings and negotiations, and the importance of tearnwork. Misunderstandings may well be embarrassing but they ‘may also determine whether a meeting or projectis a successor a failure. Soltcomes as no surprise that there are many books and courses available which aim to help people work more effectively with colleagues and clients from other countries. ‘Alot of cultural diferences relate to body 1 Before doing the quiz ask students these questions: language, soits useful to revise parts of the ‘body and physical actions. toshoke hands tokiss,to make eye contact, to.ouch, tohug, tocross your arms, to point, tobow, to pat somebody on the head When you don't know someone how do you greet them in your country? Do people shake hands? Do they kiss? Do you greet adults differently from children? Do you havea special way of addressing people you don't know very well? What do you consider bad manners in your country? What sort of present do you take if you are invited for dinner at someone's house? Then, in pairs, get students to complete the quiz with must or mustn't. “IS Sate Tar must 9 mustn't 10 mustn't 2 Inpairs, get students to compare the answers to their own country.Go through this with the class. Ifthere are students from different countries in the class, use this opportunity to discuss cultural differences. Ask students why having cultural knowledges important in business. Cultural awareness 27 Listening 1 @ Look at the pictures and discuss them with the whole class. Pre-teach: rude, to pat somebody on the head, to look embarrassed, tips, to be offended, the back / front seat of a car, chopsticks, bow! Ask students what countries they think the situations are in. When they listen, ask them to confirm where the situations take place. Play the recording, then discuss with the students which picture goes with ner before which story Askthem to tellyou why. and potential ES nin very obvious Saas | ion, 2. Inpairs get students to discuss the questions. Round up and continue this Be aisuacsta discussion with the whole las. change of sare alsoarich a i peimportant in m inguage spot Betiorwnethed : Talking about obligation . Look at the use of must / mustn't in Start up totalk about rules. Read the ‘example sentences with the students. Then ask them to read the rules and potentially more kand decide where to put the sentences. sindifferent Gothrough the Grammar reference with students or set it as homework. festowardsthe a rt = gemectingsand Om Possibleanswers oe, trl rtat the gate. ing they Ui igasenistnenee project isa ave ni gti’ in mostr't 2 Get students to talk about the rules in their workplace or school. es ronouncethe''in must ifferently from oudon't now Pronunciation oy Wea sor ‘must / mustn't one's house itor mustn't. 1 Get students towrite must or mustn't. Ow 1 must 2 mustn't 3 must 4 mustn't 2 Play the recording and get students to repeat the sentences. Ask them to tell you what they notice about the pronunciation of must and mustn't. Play ‘he recording again and ask them tolisten carefully to the't. 3 Listen tostudent’s pronunciations they describe qualities. 28 Unité Additional activity (stronger students Have a discussion about the following question How does knowing about another culture helpin business? *Tip Top margin ‘Ask students to read the quote. sk them: Have you hadany experiences of culture! difficulties obrood? Tel ther a story frorn your life of cultural differences you have noticed in an English peaking county. ‘Additional activity Get students to write guidelines for foreigners doing business with people in ‘their country. Get them to brainstorm these categories: © Greeting © Meals Touching © Giving gifts Byecontact —_@ Taboos Punctuality (strongerstudents) Get them to write about allthe areas (weaker students) ‘Askthem tochoose one or twoareasto writeabout *Tip Get students tochoose useful verb + noun expressions trom t's my joband translate themin ther vocabulary notebook. eg keep theoppointment dary answer the phone ‘organize meetings deal wthenquires Call centres Call centres area growing business area. ‘Many British callcentresare now in India, which s English-speaking, saving upto 40% of costs. An Indian call centre worker earns less than a quarter of average earnings in Europe. report by the B8C said that some customers were rude to indian call centre workers because they felt the jobs should beinthe Uk,not india Read the text out tothe students. Then discuss the pros and cons of locating business where wages and costs are cheaper Reading 1 Gothrough the adjectives with students, Ask them to choose adjectives other nationalities would use about theirs. Round up at class level 2 in pairs, get students to talk about how close people stand, how they greet, and what they talk about with strangers. Then ask students what: ‘they know about these factors concerning the behaviour of Americans. Get students to guess ifthe sentences are true or false, then read the article and check Owif 27 37 4F ST 3 Read the definition of stereotype in the top margin, then ask them to think ofstereotypes about theircuiture Project Ask students to choose a country or region of the world where they work or ‘would like to work. Get students to research on the Internet how to behave ina business environment. Useful ites are: wwwculturalsavvy.com.and www.executiveplanet.com, It’s my job 1 Askstudents to discuss the question in pairs. Round up at lass level and write alist on the board. 2 Askstudents to read its my job and answer the questions, Ask them if they ‘would like to do Dermot's job, Discuss this question: Should secretaries only be women? Ow 1 incharge of the running ofthe office responsible for boss's appointments, answering the phone, dealing with enquiries, 2 moming open, sort,and distribute mail; day type letters, answer the ‘phone, send and receive emails and faxes,do administrative work, do filing and keep records;end of day - prepare outgoing mail 3 Hemeets them at reception, tells them about the company, and looks after them, Callcentre Choosing an option 1 @ Askstudents: Have you ever phoned a company and heard.a recorded ‘message? What did it say? Ask them to read the recorded message in pairs, and try to guess what goes in the gaps. Play the recording and get students tocomplete the gaps. Ow 1 select 2 calling 3 number 4 one 5 general 6 other 7 hold 2 @ Get students to read the situations first then listen and tick the correct. option for each person. Ow 1 three 2 two 3 three Cultural awareness 29 3. Getstudents to discuss the questions in pairs, Round up at class level. Eis Gothrough the expressions with students, ose adjectives: ass level Mis tiey g Reading its what they 1 Ask students to discuss in groups what products use famous celebrities or pericans. d cartoon characters in their country. Round up at class level snread the artis 2 Getstudents to read the article and answer the questions. Ow 1 McDonald's adopted a French mascot, Asterix,and serves French style coffee. 2. They do not serve beef or pork:they serve a vegetarian burger. 3 Coca-Cola makes local versions of the drink, 4 Yahoo uses local teams to analyse its international sites. 5. Revion used Cindy Crawford instead of a local star. 6 Charities can create local solutions and fight poverty around theworld. here they work o 3 Askstudents to complete the summary of the article in class or for homework Ow 1 advantages 2 improve 3 sensitive 4 create 5 market 6 communication 7 increase class level and Business know-how fhak ther if thay 1 Inpairs, get students todiscuss the questions. id secretaries onl ‘ 2. Askstudents toread Business know-how and think of other tips toadd to the lists. Round up at class level Ow Possible answers. shake hands, make eye contact, ask appropriate questions, use the person's name,ete. Writing 1 Discuss the questions with the class and make notes on the board. Ask students to read the job description and compare it with their ideas. 2 Ask students to write job description for their ideal job in class orfor homework. anda recorded message in pairs, Checklist eevee studera Gothrough the checklist with the students. Get them to tell you which activities in the unit helped them practise each point. Ask the class if they ther 7 hold. need more practice in any of the areas. dtick the correct Key words Gothrough the list of words to check students’ understanding, 30 Unit7 7 Trade fairs Background ‘Trade fairs (also called trade shows or exhibitions) are ‘events at which many different companies producing related products showcase their new goods or services, ‘They are popular events for both participating companies and attendees. There are over 2,500 trade fairs held annually in the USA alone. This isn'tas many asin Germany, which has along history of hosting trade fairs ating back some 800 years. Today it hosts about two thirds of the world’s leading intemational trade fairs Including the CeBIT computers fair in Hanover, which almost halfa million people visited in 2005. In Europe as a ‘Whole, the ,000 trade fairs held every year attract about 40 million visitors. Taking part in a trade fair can be an expensive investment, with participating companies having to pay torent exhibition space, and for the design and. construction of their stand, travel, accommodation, promotional literature and ‘freebies'~free items given away to attendees, However, attending a trade fair offers *Tip freebie anatticleor service given away free asa Promotion, Common freebies are pens and Bencils mouse mats, bags.et Other names ae: business gts prometiona tems, ‘marketing merchandise *Tip Saying prices in English £30three (pounds ty £405fourpoundsand te pence/p £087 eghtysevenpece/p 230th (urs ty ‘405 four euros nd five cents 087 ghty-sevencents {© Additional activity (weaker students) @ White these adjectives on the board and ask students to copy them. Play the recording againand get them totick the ‘ones they heat. practical stupid original cheap expensive boring fun useful briliant Start up Om birox Pre-teach freebie. Ask students to look at the pictures and discuss the ‘Questions in pairs. Round up at class level. Listening 1G Sxplain that Liam and Kim are deciding which freebies their company Liberation should offer at a trade fair. Get students to listen and tick the items they choose and cross the ones they reject. 2 @) Askstudents to copy the table from the book in their notebook Play the recording again and ask them to make notes in their table, clear benefits to both participating companies and visitors. They area way to make face-to-face contact.to Sdentify suppliers, to see what the competition is doing, ‘and tomake deals, sales, and purchases. And just as companies have to prepare to make the most of the trade fair, sothe visitors should be prepared, too, and have clear ‘objectives for what they want to achieve, Even when the trade fairs over, some of the most important work still remains tobe done~the making of phone calls and the writing of emails and letters to follow-up leads, contacts, and enquiries. Another important event in business is the careers fair ( obs fair). These events are used by businesses to promote ‘their companies and employment possibilities. They also offer students the opportunity totalk directly with employers, get more information about careers they are interested in, and present themselves as prospective employees. Therefore itis vital for students to go prepared with up-to-date resumes and the questions they want to haveanswered. eet pocket radio x Trade fairs 31 1 Discuss the questions with the students. Then ask them to read the article and answerthe questions. Ow 1 Tomake face-to-face contact, demonstrate and launch products, test new markets, find out what customers want, find out about new ee 2 Sothatyou goto the right tradefalr,get a good stand position, have es ‘promotional materials and stand furniture ready.can book accommodation tion is doing, andtransport Bjastas 3 Ask questions, show samples, give demonstrations, take records of specs trade: Visitors, give out leaflets and business cards. eorave clear’ ‘4 Havea meeting todiscuss how it went, follow up contacts with phone. «alls etters oremails emost hemaking of 2. Get students to write sentences about what staff should do at atrade fair in. —" class or at home. Discuss with students the reasons for this advice. Ask them to think of other things you should / shouldn't do at a trade fair. careers fair (or sestopromote Ow You should lookat a trade fairs statistics. ties. They also You should book wellin advance. ty with You should order promotional materials and stand furniture. eetsthey are You should book accommodation and transport, espective Staff should be well prepared and they should ask appropriate questions, to go prepared ‘They should give out leaflets and business cards. they want to ‘Youshouldr't neglect the contacts you made. Language spot should / shouldn’t Get students to read and complete the rules (1 - weaker, 2 « advice). jpAz.askstudentsto Emphasize that should / shouldn't isn't as strong as must / mustn't, and sois falt.Then read used frequently to give opinions and advice. ean Gothrough the Grammar reference with students or set it as homework. 1 Askstudents to complete the tips in class or as homework. close theirbooks and Svensson says Then ask Qrw You should get there early toset up the stand ieee on pA? ard check. ‘You should wear your badge at all times ‘You shouldn't leave your bags and coats around ‘You should wear smart clothes and be well-presented ‘You should be well-informed about your company. ‘You shouldn't eat or drink on thestand ‘You should carry a notebook with you ‘You should have plenty of promotional materials ‘You shouldn't gossip with your colleagues ‘You should get interested visitors to leave their details book Play the 2. Read through the problem with students. Ask them to individually makea spot exercise 2 atkthe note oftheir advice. theiradvice to the cass. Der henedvicstotheclass 3 Ingroups,get students to discuss the problem and write their advice 32 Unit7 SSS Speaking Students A and B read their problems, then take itin turns totell each othe about their problems and give each other advice. The student giving advic should think of different solutions. The student with the problem should agree or disagree with the suggestions and explain why. Eiwritingbank Letters 2-Enquiries Gotop S6Student’ Book

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